Pengaruh Pendekatan Culturally Responsive Teaching (CRT) Terhadap Hasisl Asesmen Peserta Disik Kelas X Dalam Pembelajaran Puisi Berbasis Nilai Budaya
Abstract
Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pendekatan Culturally Responsive Teaching (CRT) terhadap hasil asesmen peserta didik kelas X dalam pembelajaran puisi berbasis nilai budaya di SMA Negeri 06 Semarang. Latar belakang dari penelitian ini adalah rendahnya minat dan hasil belajar peserta didik di kelas X-D pada mata pelajaran Bahasa Indonesia, khususnya materi puisi. Pendekatan CRT ini dipilih karena menekankan pada integrasi latar belakang budaya peserta didik dalam proses pembelajaran, sehingga diharapkan mampu meningkatkan motivasi, partisipasi, dan capaian belajar. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan dua siklus tindakan yang dilaksanakan dalam tiga tahap: pra siklus, siklus I, dan siklus II. Teknik pengumpulan data yang digunakan meliputi observasi, wawancara, dan dokumentasi. Hasil dari penelitian menunjukkan adanya peningkatan motivasi belajar dari 16,6% pada pra siklus menjadi 77,77% pada siklus II, serta partisipasi aktif dari 11,11% menjadi 83,33%. Capaian belajar meningkat dari 47,77% menjadi 80,77%, dan ketuntasan belajar dari 13,88% menjadi 86,11%. Temuan ini menunjukkan bahwa pendekatan CRT efektif dalam meningkatkan hasil asesmen peserta didik dalam pembelajaran puisi berbasis nilai budaya.
Kata Kunci: Culturally Responsive Teaching, hasil asesmen, pembelajaran puisi, nilai budaya, PTK.
ABSTRACT
This study aims to determine the effect of the Culturally Responsive Teaching (CRT) approach on the assessment outcomes of Grade X students in poetry learning based on cultural values at SMA Negeri 06 Semarang. The background of this research is the low interest and learning outcomes of students in class X-D in the Indonesian language subject, particularly in the poetry material. The CRT approach was chosen because it emphasizes the integration of students' cultural backgrounds in the learning process, which is expected to enhance motivation, participation, and learning achievement. This research uses Classroom Action Research (CAR) methodology with two cycles of action carried out in three phases: pre-cycle, cycle I, and cycle II. Data collection techniques include observation, interviews, and documentation. The results of the study show an increase in learning motivation from 16.6% in the pre-cycle to 77.77% in cycle II, and active participation from 11.11% to 83.33%. Learning achievement increased from 47.77% to 80.77%, and learning mastery from 13.88% to 86.11%. These findings indicate that the CRT approach is effective in improving students' assessment outcomes in poetry learning based on cultural values.
Keywords: Culturally Responsive Teaching, assessment outcomes, poetry learning, cultural values, Classroom Action Research.
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References
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